Institutional Integrity and Quality Assurance in Teaching and Learning Practices at Public Universities in Nigeria

Olugbenga Ajadi

doi:10.57092/ijetz.v5i2.801

Authors

Olugbenga Ajadi Department of Education Foundations, Faculty of Education, University of the Free State,

DOI:

https://doi.org/10.57092/ijetz.v5i2.801

Keywords:

Academic misconduct, Higher education, Governance transparency, Institutional integrity, Quality assurance

Abstract

Academic integrity is essential for effective teaching, learning, and assessment in higher education. This study examined academic misconduct, its perceived contributing factors, and its association with institutional integrity in three public universities in Southwest Nigeria. A total of 450 academic staff, non-academic staff, and students participated in the study. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson’s correlation. The findings showed that examination malpractice, plagiarism, and academic dishonesty were the most prevalent forms of misconduct, while accountability challenges (84.7%; M = 4.24) and governance transparency concerns (80.0%; M = 4.12) were the most prominent perceived factors. Academic misconduct was moderately and negatively associated with institutional integrity (r = −0.482, p < 0.01), accounting for 23.2% of the observed variance. The findings emphasize the need to strengthen academic integrity through teaching, learning, and assessment practices that promote ethical academic engagement, transparent evaluation, and responsible learning. Such practices can contribute to a more supportive learning environment and improved educational quality. The findings should be interpreted with caution because the data were self-reported.

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